Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in…

This article discusses the impact of lexical range on the learners' ability to communicate in English when taught as a foreign language in bilingual schools, and emphasizes the importance of explicit vocabulary instruction. It draws on data from classroom observation, lexis-retrieval tasks, written and spoken performance in bilingual…

This article will examine first-language (L1) maintenance among adult learners attending English classes at a tertiary institution in New Zealand. The sample consisted of refugee background students enrolled in a Training Opportunities Program aimed at developing literacy and numeracy skills as well as preparation for civic involvement. The data…

This research study is based on the analysis of speech in three Spanish conversation classes. Research questions are: What is the ratio of English and Spanish spoken in class? Is classroom speech more predominant in students or the instructor? And, are teachers' beliefs in regards to the use of English and Spanish consistent with their classroom…

This study examined how language learners' preconceptions about a task influence their approaches to second language reading and the sociocultural basis for such preconceptions. Participants were 30 students learning English at a Korean university. The researchers told half of the participants that they would do a recall task after reading an…

This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on…

This cross-sectional study examines the importance of English phonological and orthographic processing skills to English word reading and spelling in 3 groups of younger (8-9 years) and older (11-12 years) children from different language backgrounds: English monolingual, English first language (L1)-Mandarin second language (L2), and Mandarin…

The education policies of 1988-2003 and 2004-2015 in The Gambia make provisions for the use of the L1 or area languages to serve as the media of instruction from Grades 1 to 3 and as school subjects from Grade 4 onwards. However, the policy on the use of L1 for teaching has not been implemented and what is practised instead is the use of English…

English phraseology abounds with alliterative multiword units (e.g., slippery slope), which suggests that alliterative word strings have a comparative advantage to become stock phrases. One plausible explanation for this advantage is that alliterative word strings are relatively memorable, all else being equal, although there is little directly…

The effects of "transitional-bilingual" and "dual-language" educational models on proficiency in students' home language (Spanish) were examined in a study of English language learners in the first and second grades in a large urban elementary school. In each grade, students were taught with either a transitional-bilingual…

The study compared the effects of two types of form-focused written feedback--direct corrective feedback (DCF) and metalinguistic explanation (ME) given to the whole class--on Japanese university students' accuracy of use of two grammatical structures: indefinite article and the hypothetical conditional. Both types of feedback were given with…

This study investigates acquisition of second language (L2) vocabulary from reading a connected authentic text. Advanced and upper-intermediate L2 (English) participants read a long expository text for general understanding, with embedded critical vocabulary items (pseudowords). Explicit knowledge of the critical items was examined using a meaning…

In this paper we report on a longitudinal study of the linguistic development among Turkish-speaking children in Denmark. A series of data were collected from a group of children attending a public school in Køge during the period 1989-1998 and from the same group--now in their 20s--in 2006-2007. The data set has been analyzed from a number of…

This study challenges the assertion that an increase in L1 glossing results in more L2 reading comprehension. The results of this study, a quantitative meta-analysis, indicate that there is a significant difference (p = 0.04) in L2 reading comprehension between groups based on how much L1 glossing is provided. It was found that the group with the…

Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twenty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of…